Talk · LACCEI International Multi-Conference for Engineering, Education and Technology · January 1, 2026

A scientific and methodological model for developing educators functional literacy through the integration of AI technologies

Marzhan Galimzhanova, Yerzhan Meldebekov, Gaukhar ZHUMANOVA, Амангул Оракова, Bakyt Dautbekov

Abstract

This study offers an interpretation of a scientific and methodological model for the development of educators' functional literacy under conditions of integrating artificial intelligence technologies into educational practice.The relevance of the research is обусловлена because contemporary AI systems extend beyond the framework of instrumental digitalization and, consequently, transform the structure of professional pedagogical thinking by redistributing cognitive and analytical functions between the educator and algorithmic systems.Under these conditions, educators' functional literacy can no longer be understood merely as an extension of digital competence and therefore requires conceptual reconsideration.In particular, recent international reviews emphasize that artificial intelligence is transforming the traditional "educator-student" relationship into a new triadic configuration of "educator-AI-student," thereby necessitating a fundamental rethinking of the educator's professional roles.However, to date, only a limited number of educational systems have clearly articulated which specific competencies educators must possess in the age of AI or how they should be prepared for this role.This gap underscores the urgent need for a new conceptual model that moves beyond the conventional notion of digital literacy.The purpose of this study is to conceptualize educators' functional literacy as a dynamic, multilevel system of professional thinking and to develop a model for its development within an AI-mediated educational environment.The methodological foundation of the research is grounded in the ideas of pedagogical subjectivity, distributed cognition, and critical pedagogy.We propose a matrix-based model that integrates three levels of functional literacy development (adaptive, integrative-operational, and reflective-projective) with four functional blocks of pedagogical activity.The study demonstrated that the development of functional literacy is associated not with the intensity of AI usage but with the qualitative deepening of pedagogical judgment, reflection, and professional responsibility.The practical significance of the proposed model lies in its applicability to the design of professional development programs and to the evaluation of educational practices involving the use of artificial intelligence.

Artificial Intelligence in EducationDigital literacy in educationEducation and Professional Developmentfunctional literacyeducatorsteacher professional development

A scientific and methodological model for developing educators functional literacy through the integration of AI technologies

Abstract

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